Environmental Design in Education and Training

2016 ◽  
Vol 60 (1) ◽  
pp. 435-439 ◽  
Author(s):  
Nancy J. Stone ◽  
Conne Mara Bazley ◽  
Karen Jacobs ◽  
Michelle M. Robertson ◽  
Ronald Laurids Boring ◽  
...  
Keyword(s):  
Social Dynamics ◽  
Education And Training ◽  
Training Methods ◽  
Audience Participation ◽  
Environment Impact ◽  
Face To Face ◽  
The Social ◽  
The Military ◽  
The Impact ◽  
And Training

Increasingly, individuals are using more blended, hybrid, and online deliver formats in education and training. Although research exists about how the physical and social environment impact learning and training in traditional face-to-face settings, we have limited knowledge about how the environment affects learners when they are interacting with technology in their learning situations. In particular, concerns arise about levels of engagement, whether learning is enhanced, the impact or helpfulness of robotics, and how the social dynamics change. These five panelists bring expertise in education at the undergraduate and graduate levels, training within industry and the military, and the use of various teaching and training methods. The panelists will present their perspectives to several questions relative to how the environment can (or cannot) accommodate enhanced learning in education and training when technology is involved. Ample time will remain for audience participation.

The Importance of Managerial Education and Training for Country Performance

2018 ◽  
pp. 1276-1293
Author(s):  
Lavinia Rasca ◽  
Alecxandrina Deaconu
Keyword(s):  
Training Programs ◽  
Local Environment ◽  
Education And Training ◽  
Training Methods ◽  
Customized Training ◽  
Quantitative And Qualitative Research ◽  
Starting Point ◽  
Managerial Competence ◽  
The Impact ◽  
And Training

This chapter is the result of a study conducted by the authors aiming to study the impact that business education and training have on the increase of managerial competence, important to obtaining and maintaining the corporate advantage of the companies acting in Romania and consequently to country performance. The scope of the research is global, searching for the best practices that can be transferred from other countries to Romania and adapted to the local environment. A multitude of managerial education and training methods and programs are studied – EMBA, MBA, open and customized training programs. A literature review created a good understanding of the topic, being the starting point of the quantitative and qualitative research. The chapter will be useful for business schools and training companies, for participants in managerial education and training programs, and for governmental bodies, and should contribute to the increase of educational performance and convergence with European developments.

The Importance of Managerial Education and Training for Country Performance

2014 ◽  
pp. 264-280
Author(s):  
Lavinia Rasca ◽  
Alecxandrina Deaconu
Keyword(s):  
Training Programs ◽  
Local Environment ◽  
Education And Training ◽  
Training Methods ◽  
Customized Training ◽  
Quantitative And Qualitative Research ◽  
Starting Point ◽  
Managerial Competence ◽  
The Impact ◽  
And Training

This chapter is the result of a study conducted by the authors aiming to study the impact that business education and training have on the increase of managerial competence, important to obtaining and maintaining the corporate advantage of the companies acting in Romania and consequently to country performance. The scope of the research is global, searching for the best practices that can be transferred from other countries to Romania and adapted to the local environment. A multitude of managerial education and training methods and programs are studied – EMBA, MBA, open and customized training programs. A literature review created a good understanding of the topic, being the starting point of the quantitative and qualitative research. The chapter will be useful for business schools and training companies, for participants in managerial education and training programs, and for governmental bodies, and should contribute to the increase of educational performance and convergence with European developments.

Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?

2020 ◽  
Vol 81 (3) ◽  
pp. 120-126
Author(s):  
Jennifer Brady
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Determinants Of Health ◽  
Structural Determinants ◽  
Social Justice Advocacy ◽  
Dietetic Education ◽  
Qualitative Survey ◽  
The Social ◽  
Reflexive Practice ◽  
And Training

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.

scholarly journals Impact of dementia education and training on health and social care staff knowledge, attitudes and confidence: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e039939
Author(s):  
Sahdia Parveen ◽  
Sarah Jane Smith ◽  
Cara Sass ◽  
Jan R Oyebode ◽  
Andrea Capstick ◽  
...  
Keyword(s):  
Online Survey ◽  
Social Care ◽  
Education And Training ◽  
Care Staff ◽  
Cross Sectional ◽  
Health And Social Care ◽  
Training Content ◽  
The Impact ◽  
And Training ◽  
Dementia Education

ObjectivesThe aim of this study was to establish the impact of dementia education and training on the knowledge, attitudes and confidence of health and social care staff. The study also aimed to identify the most effective features (content and pedagogical) of dementia education and training.DesignCross-sectional survey study. Data collection occurred in 2017.SettingsHealth and social care staff in the UK including acute care, mental health community care trusts, primary care and care homes.ParticipantsAll health and social care staff who had completed dementia education and training meeting the minimal standards as set by Health Education England, within the past 5 years were invited to participate in an online survey. A total of 668 health and social care staff provided informed consent and completed an online survey, and responses from 553 participants were included in this study. The majority of the respondents were of white British ethnicity (94.4%) and identified as women (88.4%).OutcomesKnowledge, attitude and confidence of health and social care staff.ResultsHierarchical multiple regression analysis was conducted. Staff characteristics, education and training content variables and pedagogical factors were found to account for 29% of variance in staff confidence (F=4.13, p<0.001), 22% of variance in attitude (knowledge) (F=3.80, p<001), 18% of the variance in staff knowledge (F=2.77, p<0.01) and 14% of variance in staff comfort (attitude) (F=2.11, p<0.01).ConclusionThe results suggest that dementia education and training has limited impact on health and social care staff learning outcomes. While training content variables were important when attempting to improve staff knowledge, more consideration should be given to pedagogical factors when training is aiming to improve staff attitude and confidence.

Friendship, temperance and the probable: Erasmus, sermo rhetoric, and the early modern English civic state

2017 ◽  
Vol 35 (2) ◽  
pp. 189-227 ◽  
Author(s):  
Lynette Hunter
Keyword(s):  
Early Modern ◽  
Case Studies ◽  
Political Action ◽  
Education And Training ◽  
Early Modern English ◽  
Civic Agency ◽  
Rhetorical Structures ◽  
The Impact ◽  
And Training

The essay explores Erasmus' development of a fourth category of rhetoric, the familiar, in its work as a rhetoric of the absent audience in both personal and sociopolitical contexts, and as a rhetoric resonant with early modern theories of friendship and temperance. The discussion is set against a background of Caxton's printing of the translation of Cicero's De Amicitia, because Erasmus casts friendship as the context for appropriate communication between people from quite different education and training, along with the probable rhetoric that enables appropriate persuasion. The probable rhetorical stance of temperate friendship proposes a foundation for a common weal1 based on a co-extensive sense of selfhood. This focus suggests that the familiar rhetoric set out in Erasmus' De Conscribendis epistolis draws on Cicero's rhetoric of sermo2 at the heart of friendship.3 It explores the effects of the rhetorical stance of probable rhetoric, both for personal and social writing, and for political action, and looks at the impact of sermo rhetoric on ideas of identity and civic politics in an age of burgeoning circulation of books (both script and print). The essay concludes with three post-Erasmian case studies in English rhetoric [Elyot, Wilson, Lever] that use probable rhetoric to document approaches to individual and civic agency and which offer insights into the Western neoliberal state rhetorical structures of today.

Prestige versus Practicality—A Dilemma for the Engineering Profession

1985 ◽  
Vol 199 (3) ◽  
pp. 139-144 ◽  
Author(s):  
K McCormick
Keyword(s):  
Educational System ◽  
Well Being ◽  
Education And Training ◽  
Working Environment ◽  
Full Time ◽  
Engineering Profession ◽  
The Past ◽  
Social Prestige ◽  
The Social ◽  
And Training

British engineers have claimed that their important contributions to economic and social well-being, based on their achievements as practical people, have gone unrecognized or unrewarded. Yet over the past thirty years efforts to boost the social prestige of British engineers appear to have undermined the social arrangements which fostered the strong practical ethos. Increasing reliance on the full-time educational system is tending to raise social prestige through bringing the ‘all graduate profession’ and through trends to recruitment from higher social backgrounds. Yet these trends have been associated with a fall in traditional and recognizable training. This paper examines both the nature of the ‘practical’ tradition and efforts to raise ‘prestige’ and asks whether the engineering profession is caught on the horns of an irresolvable dilemma—to boost either prestige or practicality. The paper concludes that in principle the British pattern of education and training has much to commend it still, with the strong emphasis on training elements in a working environment. But it is argued that its success will depend on engineers and their employers becoming much more active in the field of training.

scholarly journals Efektifitas Metode Coaching Dalam Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Angkatan II Dan III Di Pusat Pengembangan Sumber Daya Manusia Aparatur

2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Ahmad Helmi
Keyword(s):  
Training Program ◽  
Public Administration ◽  
Human Resource Development ◽  
Classical Method ◽  
Education And Training ◽  
Institute Of Public Administration ◽  
Leadership Management ◽  
Coaching Methods ◽  
The Impact ◽  
And Training

Regulation of the Head of National Institute of Public Administration (Lembaga Administrasi Negara: LAN) Number 13 year 2013 as amended by Regulation of the Head of National Institute of Public Administration Number 20 year 2015 on the Guidelines for the Implementation of Education and Training Program on Grade-IV Leadership Management mandates to apply other learning methods in addition to classical method, as: adviser (Coaching and mentoring) and counseling. One of the problems in implementing this education and training program is applying coaching method. Ineffective Coaching method can cause participants to be less motivated and the training output is not optimal. There are many methods of coaching, but what methods are most effective and efficient to apply in this Grade-IV leadership management education and training program? Study on the impact of Coaching methods for effective learning on participants in Education and Training Program on Grade-IV Leadership Management batch II and III year 2018 at the Human Resource Development Center for Apparatus, Ministry of Energy and Mineral Resources (MEMR), was conducted by using a qualitative approach. The discussion in this study is focused on what the effect of several Coaching methods for participants of Education and Training Program on grade-IV Leadership Management. Results show that Coaching is done through stimulation, powerful questions, and creative dialogue so that participants get the best achievement as expected. ABSTRAKPeraturan Kepala Lembaga Administrasi Negara (LAN) Nomor 13 Tahun 2013 yang telah diubah dengan Peraturan Kepala LAN Nomor 20 Tahun 2015 tentang Pedoman Penyelenggaraan Pendidikan dan Pelatihan (diklat) Kepemimpinan Tingkat IV mengamanatkan pelaksanaan metode pembelajaran selain dari pengajaran mata diklat dalam kelas, berupa: pembimbingan (coaching dan mentoring) dan konseling. Salah satu permasalahan dalam penyelenggaraan Diklat Kepemimpinan Tingkat IV adalah sejauh mana penerapan metode Coaching itu sendiri. Metode Coaching yang kurang efektif dapat menyebabkan peserta didik menjadi kurang termotivasi sehingga output diklat tidak optimal. Ada banyak sekali metode coaching, namun metode seperti apakah yang paling efektif dan efisien untuk digunakan dalam Diklatpim Tingkat IV ini? Penelitian tentang pengaruh metode coaching terhadap Peserta Diklat Kepemimpinan Tingkat IV Angkatan II dan III di Pusat Pengembangan Sumber Daya Manusia Aparatur, Kementerian Energi dan Sumber Daya Mineral (KESDM), dilaksanakan dengan menggunakan pendekatan kuantitatif deskriptif (campuran). Penelitian ini difokuskan pada pengaruh penerapan beberapa metode coaching terhadap peserta Diklat Kepemimpinan Tingkat IV. Hasil pene- litian menunjukkan bahwa metode coaching yang dilakukan melalui stimulasi, pertanyaan powerful, dan dialog kreatif mengarahkan peserta didik memperoleh prestasi terbaik seperti yang diharapkan.

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